<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492020000300096</article-id>
<article-id pub-id-type="doi">10.17058/rea.v28i3.14310</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e formação de professores de inglês em duas universidades: questões e desdobramentos1]]></article-title>
<article-title xml:lang="en"><![CDATA[Scholar curriculum and english teachers&#8217; education in two universities: inquiries and unfoldments]]></article-title>
<article-title xml:lang="es"><![CDATA[El plan de estudios en formación de profesores de inglés en dos instituciones de educación superior: cuestionamientos y despliegues]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brossi]]></surname>
<given-names><![CDATA[Giuliana Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furio]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tonelli]]></surname>
<given-names><![CDATA[Juliana Reichert Assunção]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Goiás  ]]></institution>
<addr-line><![CDATA[ Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>96</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492020000300096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492020000300096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492020000300096&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo discute em que medida a educação contemporânea encontra espaço na formação inicial de professores e analisa os processos de reelaborações curriculares dos cursos de letras nas Universidades Estaduais de Londrina e de Goiás concernente à formação inicial de professores de língua inglesa para crianças e professores de português para falantes de outras línguas. Trata-se de estudo de caso com dados advindos de análise documental, questionário e entrevistas. Os resultados indicam que os temas levados para as aulas se pautam nos documentos prescritivos, no campo de atuação dos docentes e consideram, parcialmente, as necessidades locais e possíveis contextos de atuação profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study discusses how contemporary education and its consequences meet into teachers initial training and analyses syllabus re-making processes at Literature school of Universidade Estatal de Londrina and Universidade Estatal de Goiás regarding Teaching English as a Second Language (TESL) initial training for children and Portuguese teachers for speakers of other languages. The results indicate that the themes taken to the classes are based on prescriptive documents, in the field of the teachers' performance and partially consider the local needs and possible contexts of professional performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio discute en qué medida la educación contemporánea encuentra espacio en la formación inicial de maestros y analiza los procesos de reelaboración curricular de la carrera de letras en las Universidades Estatales de Londrina y Goiás con respecto a la capacitación inicial de maestros de inglés para niños y maestros de portugués a hablantes de otros idiomas. Este es un caso de estudio con datos de análisis documentales como cuestionarios y entrevistas. Los resultados indican que los temas llevados a las clases se basan en documentos prescriptivos, en el campo del desempeño de los docentes y se considera parcialmente las necesidades locales y los posibles contextos de desempeño profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores de línguas]]></kwd>
<kwd lng="pt"><![CDATA[Educação na contemporaneidade]]></kwd>
<kwd lng="pt"><![CDATA[(Re)construção de currículo]]></kwd>
<kwd lng="en"><![CDATA[TESL training]]></kwd>
<kwd lng="en"><![CDATA[Contemporary education]]></kwd>
<kwd lng="en"><![CDATA[Syllabus (re) making]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores de idiomas]]></kwd>
<kwd lng="es"><![CDATA[Educación contemporánea]]></kwd>
<kwd lng="es"><![CDATA[(Re)construcción del currículum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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